Being more than just seen: the struggle of navigating the white space of teacher education
Journal for Multicultural Education
ISSN: 2053-535X
Article publication date: 8 July 2021
Issue publication date: 11 October 2021
Abstract
Purpose
The purpose of this study was to identify and understand the experiences of teacher candidates and alumni of color within a multi-campus teacher preparation program at a large public institution in the northwest region of the USA.
Design/methodology/approach
This qualitative study used focus group methodology. Four semi-structured interviews of participants were conducted to investigate the opportunities, challenges, resources and supports experienced by participants in the teacher preparation program.
Findings
The findings indicate that while participants had varied individualized experiences within the teacher preparation program, many of them had common experiences that impacted their overall success within the program. These shared experiences include finding their voices silenced and seeking out experiences of authentic care.
Originality/value
This study contributes to the growing body of research focused on the recruitment and retainment of students of color within teacher education. The suggested implications offer important considerations for practitioners and policymakers regarding the recruitment and retention of students of color in teacher preparation programs.
Keywords
Citation
Blum, G.I., Reyes, K. and Hougan, E. (2021), "Being more than just seen: the struggle of navigating the white space of teacher education", Journal for Multicultural Education, Vol. 15 No. 3, pp. 239-252. https://doi.org/10.1108/JME-02-2021-0019
Publisher
:Emerald Publishing Limited
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